Lesson Plan Title:___Stained Glass___________ Length:_____2 weeks__________________

Pre-Assessment:
This will need to be done prior to teaching the lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.

This lesson will begin with a few questions to gauge student knowledge:

What is stained glass? What makes it special?

Have you used oil pastels before? If so, when?
What is the best way to blend oil pastels?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative, the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT - Role/Audience/Format/Topic)

Students will be making a paper version of stained glass. They will be using oil pastel and black glue to replicate the beauty of stained glass. This will improve their skills with
oil pastels, as well as allow them to recreate something beautiful that has been used in architecture for decades.

R - Creator/Designer
A - Family, Teacher, Peers
F - Oil Pastel and Black glue on Black paper
T - Stained glass

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless, and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation. Look for concepts in the standard, content
specific curriculum, etc.

Composition
Pattern
Technique
Line
Value
Symbol
Shape
Style

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Enduring Understanding(s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable, and universal.

Using line and value, students will create a successful composition

With technique in mind, students will use pattern and shape to replicate stained glass.

Adding their own style, students will use symbols often associated with stain glass

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Students will use oil pastels and black glue to create a successful piece (Bloom’s: Create - Standard: Create - GLE: Explore various media, materials and techniques used to
create works of visual art and design. - Art learning: Oil Pastel)

Students will engage in a presentation about stained glass and its use in the art world (Bloom’s: Understand, Apply - Standard: Comprehend, Transfer - GLE: Compare art from
various historical, contemporary and cultural sources. - Art learning: Transfer)

Students will participate in a full-class reflection after the project is over (Bloom’s: Analyze, Evaluate - Standard: Reflect - GLE: Interpret meaning and evaluate works of visual
art and design recognizing diverse points of view - Art learning: Reflection)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.) - Students will be shown different stained glass patterns - Students will get to create their own shapes and choose
from around the world to spur their imaginations and their own colors, meaning they can choose simple
creativity shapes if they are easier to draw
- Students can use rulers to help them draw their
shapes, and white colored pencils if they struggle

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 seeing their outline with a normal graphite pencil on
black paper
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
- Students will be shown different stained - Students will get to create their own shapes
glass patterns from around the world to spur and choose their own colors, meaning they
their imaginations and creativity can choose complex shapes to stretch their
thinking

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Oil Pastels
Stained Glass
Composition
Blending
Analogous colors

Vocabulary will be introduced at the beginning of the lesson, and used throughout the lesson so students remember it. No alternative words will be used in order to keep things
easy to understand for students.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.

Oil Pastels
Black Glue
Black Paper
Rulers (optional)
White Colored Pencil if necessary

Resources:
List all visual aids and reference material (books, slides, posters, etc). Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.)

Students will be shown stained glass windows from famous architecture, and mundane architecture. They will see the different types of patterns and images that are often
associated with stained glass, and the colors as well. This will help them formulate ideas for their own piece, and help their brainstorming when it comes to which shapes to use
and what composition to use.

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Preparation:
What do you need to prepare for this experience?

Prepare the oil pastels, make sure every package is full

Prepare the black glue, make sure the bottles are open and ready to use
Get the black paper ready for use and put it in an accessible location
Prepare rulers and white colored pencils for students that need them

Safety:
Be specific about the safety procedures that need to be addressed with students.

Do not throw materials

Do not put oil pastels or black glue in or near your mouth, or on your skin
Do not swing paper around as it can cause cuts, and it’s thick paper so it can cause painful cuts
Be careful when applying the glue to your paper so it doesn’t get on clothes or skin

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate the student's interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose?

Why are stained glass windows so beautiful and iconic? What features make them that way?

What would your window look like if you could make one?

What colors do you find beautiful? Why?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete, or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Have you ever seen a stained glass window? Well now is your chance to recreate one with your own style and preferences! For this lesson, we are making a 2D version of a
stained glass window using oil pastels and black glue. Look at all the beautiful designs that have come from stained glass, and have survived for decades. What can you create
using the same type of style?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

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Day Instruction - Learning - Students will...
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Presentation: - Engage in a presentation about stained glass
- Students will begin this project by engaging in a class - Share their opinions via partner talks and group discussion
discussion about stained glass and the shapes/colors that are - Begin breaking their paper into shapes
often associated with it
- Multiple types of stain glass will be shown including glass
with an image, glass that is broken up into geometric
shapes, and glass broken into organic shapes among others
- With each example, students will have a turn-and-talk and
engage in a group discussion about what they see and
whether they think it’s a successful design or not
- Once they have looked through all of the examples, they
will be given a black paper
- Their only task for the rest of the class is to break
the paper into shapes with a white pencil. They can
either make the shapes form an image, use
geometric shapes, or organic shapes

Day
2 Shapes/Blending demonstration: - Finish breaking their page into shapes with a white pencil
- Students will begin the class by finishing breaking their - Watch a demo for blending oil pastels
paper into shapes - Ask questions as they come up
- They need to make sure they stay consistent throughout the
entire paper; if they started geometric, they need to stay
geometric, if they started organic, they need to stay organic,
etc
- After about 15 minutes, students will engage in a blending
demo so they know the correct way to blend oil pastels
- They CANNOT use their fingers or a tissue/towel
to blend their pastels; that ends up taking away the
color rather than blending, making their piece look
washed out and blurry
- Instead, they need to use the pastels themselves to
blend. First they will make a swatch of color, then
with a second color, they will begin within the first
color and make another swatch coming out. They
will go back with the first color and layer, and
continue to layer like this until the pastels are
nicely blended

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 - This demo will happen under the doc cam so
students are aware of what the instruction mean
and can see it firsthand

Day
3 Coloring: - Begin coloring their projects
- Students will begin using oil pastels to color in their shapes - Join a small demo for blending if they are struggling
- There are a few requirements for coloring that students will - Use three colors per shapes
be made aware of: Each shape needs to have at least three
colors blended together, and they need to stick with
Analogous colors if they want their piece to flow
- Students will have the opportunity to engage in small
blending demos throughout the period in case they forgot or
need a refresher

Day
4 Coloring: - Color their projects, making sure they take their time
- Students will work on their coloring - Use three colors per shape
- They need to remember that they need to use three colors - Ask for help/join a small blending demo if they need it
per shape, and try to stay with analogous colors
- They need to take their time and make sure they are
blending properly
- They will have the opportunity to engage in small blending
demonstrations throughout the period

Day
5 Coloring: - Color their projects, making sure they take their time
- Students will work on their coloring - Use three colors per shape
- They need to remember that they need to use three colors - Ask for help/join a small blending demo if they need it
per shape, and try to stay with analogous colors
- They need to take their time and make sure they are
blending properly
- They will have the opportunity to engage in small blending
demonstrations throughout the period

Day
6 Coloring: - Color their projects, making sure they take their time
- Students will work on their coloring - Use three colors per shape
- They need to remember that they need to use three colors - Ask for help/join a small blending demo if they need it
per shape, and try to stay with analogous colors
- They need to take their time and make sure they are
blending properly
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 - They will have the opportunity to engage in small blending
demonstrations throughout the period

Day
7 Coloring: - Color their projects, making sure they take their time
- Students will work on their coloring - Use three colors per shape
- They need to remember that they need to use three colors - Ask for help/join a small blending demo if they need it
per shape, and try to stay with analogous colors
- They need to take their time and make sure they are
blending properly
- They will have the opportunity to engage in small blending
demonstrations throughout the period

Day
8 Black Glue: - Use black glue to outline their original shapes
- Students will use this day to begin outlining their original - Take their time and be careful to make sure their art doesn’t get
shapes with black glue ruined
- The black glue adds a 3D effect and helps with the illusion
of their drawings being a stained glass window
- They need to work slowly so as not to ruin any of the color
with glue

Day
9 Black Glue: - Use black glue to outline their original shapes
- Students will use this day to finish outlining their original - Take their time and be careful to make sure their art doesn’t get
shapes with black glue ruined
- The black glue adds a 3D effect and helps with the illusion
of their drawings being a stained glass window
- They need to work slowly so as not to ruin any of the color
with glue

Day
10 Reflection: - Engage in a full-class reflection
- Students will engage in a full-class reflection - Reflect on what they created
- They will each put their project on their table next to a - Give positive comments to their peers
paper asking two questions:
- What colors do you see the most in this project?
- What is one positive comment you have about this
piece?
- Every table group will go around to each table in a rotation
until every group has been to every table

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 - Once everyone has seen all of the pieces, they will all return
to their own pieces and read over the comments left by their
peers
- After reading the comments, they will write two or so
sentences at the bottom of the page answering these
questions:
- Were your classmates correct about what colors
you used the most?
- What is one thing you would change if you could
do the project again?
- Once they have answered that, they will turn in their
reflection sheets

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://docs.google.com/presentation/d/1I3CjGEF5ww7J0WP8g0ecncaNmUoKTIo_3Gqasqp6TbA/edit?usp=sharing

8/9/15 Fahey